Individual learning experience in connectivist environment: A qualitative sequence analysis

• Connectivism is useful framework to interpret students’ activities, yet not always

• Self-regulation, self-motivation and digital literacy are required in connectivist environments

• Simple and self-motivation tasks may fail to engage students in connectivist context

•  Higher education students lack the required skills to learn in connectivist context

• Sequence analysis succeeded to elicit the patterns among students and tasks

Abstract

Although extensive research has been carried out on massive open online courses (MOOCs) as representative of connectivist environment, none of them has succeeded to enlighten our understanding about the individual learning experience in connectivist environment at higher educational context. This paper taped into this crucial issue and traced the individual learning experiences of nine students at regular universities. The participants engaged into a connectivist learning environment by solving 10 tasks each and were tracked using retrospective think-aloud protocols. The patterns of similarities and differences among participants and among tasks were analyzed using qualitative data analysis, supported by visual inspection of the participants’ steps. The experimental work presented in this study provides fresh insight into the way at which students at higher education institutes perceive and experience connectivist environment.

Keywords:

• Connectivism

• Learning experience

• Sequence analysis

• Online learning

• Higher education

• Distance learning

Cited as:

Aldahdouh, A. A. (2019). Individual learning experience in connectivist environment: A qualitative sequence analysis. International Journal of Research in Education and Science, 5(2), 488–509. Retrieved from https://www.ijres.net/index.php/ijres/article/view/536